Authentic Belonging in the Speech Class

This chapter explores how cultural differences affect English as a Second Language (ESL) students in a public speaking classroom. Research has shown that higher education students from collectivistic cultures have a higher public speaking anxiety. Speech anxiety is manifested in the emotions, cognition and the behavior of these students. Emotional concerns include fear, and shyness. An excessive importance to grammar, pronunciation and accent reduction are cognitive concerns. The behavioral impact of this anxiety leads diminished audience engagement in speeches. Eye contact as a non-negotiable nonverbal engagement strategy in speeches is problematic for some of these speakers. Speech faculty need to restructure the public speaking classroom by unlearning the criteria that makes a speech count. Inclusive strategies like photovoice speeches, storytelling speeches and creating culturally sensitive choices in speech delivery skills creates a sense of authentic belonging in a public speaking classroom.